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Display: 20

    • Page 57

    • Page 57
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    • STUDENT LIFE Bring 'em back alive. It's Marg's treat to the Staff. Nice and friendly. Just showing off. See No. 3. Do tell. Now, let me see. Private property. Down on tip toes. Pretty—Huh?
    • BAC-CSU-SUSC Yearbooks
    • Page 79

    • Page 79
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    • STUDENT LIFE Keep the home fires burn-ing. Some must push. Campus Queen No. I. 3 for 5c. Cute—but— Send us up a harp. The call of the wild. Tee-Hee! Campus Queen No. 2. Bringing home the milk. Atha. Dixie 78
    • BAC-CSU-SUSC Yearbooks
    • Page 128

    • Page 128
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    • STUDENT LIFE All dressed up and no place to go. Beth can't take it. Ora and Vergie. And who's little boy are you? Someone had an idea — that's Weber on the bot-tom. It must be a posed picture. Push! Mr. Wright—Push! The Xi Lambda line up. And...
    • BAC-CSU-SUSC Yearbooks
    • Page 120

    • Page 120
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    • SAFEWAY STORES "We are in the Grocery Business to help you" CEDAR CITY, UTAH SOUTHERN UTAH'S FAMILY NEWSPAPER The Iron County Record Cedar City, Utah We Specialize in COMMERCIAL PRINTING No Delays and Satisfaction Guaranteed Sprouse-Reitz...
    • BAC-CSU-SUSC Yearbooks
    • Page 10

    • Page 10
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    • 4 school connection and the HLEs of these students are just some of the reasons for these remarkable academic achievements. Delimitations This study did not collect data from any schools other than Dixie Sun Elementary. It focused on ELLs in the...
    • Scholar Archive
    • Page 11

    • Page 11
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    • 5 reading, writing, and listening as outlined in the Utah Core Curriculum. These tests are an integral component of U-PASS (Utah Performance Assessment System for Students) and the federal No Child Left Behind legislation. Digital literacies:...
    • Scholar Archive
    • Page 13

    • Page 13
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    • 7 assessment is to provide educators with a total proficiency score for use in their schools, districts, and state, as mandated by the No Child Left Behind Act of 2001. Students will be assessed in the four language acquisition modalities of...
    • Scholar Archive
    • Page 19

    • Page 19
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    • 13 community to display children’s work, bringing children’s artifacts from home to display at school, and sharing photographs outside the classroom (Feiler et al., 2008). In conjunction with the U.S. Department of Education’s (USDOE)...
    • Scholar Archive
    • Page 22

    • Page 22
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    • 16 reading achievement among children across most of the countries, and that higher economic levels of a country were related to richer home-literacy environments, whereas lower economic levels were associated with poorer home-literacy...
    • Scholar Archive
    • Page 33

    • Page 33
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    • 27 that curriculum standards are taught and students are prepared for end-of-level tests, such as the CRTs. However, if educators recognize that another priority of teaching should be to learn about the HLEs, home communities, and the cultural...
    • Scholar Archive
    • Page 41

    • Page 41
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    • 35 Table 2 Home Visit Comparison Chart High-Literate ELL Home Visits Low-Literate ELL Home Visits All families were nuclear. There were more single-parent families than nuclear families. At least one parent spoke both English and Spanish...
    • Scholar Archive
    • Page 42

    • Page 42
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    • 36 give it a pleasing color. Children in the neighborhood are laughing and playing and do not seem to mind using the road for a playground. Upon entering the home, Miguel shouts, “¡Mama, la maestra esta aquí! La maestra esta aquí!” In this...
    • Scholar Archive
    • Page 43

    • Page 43
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    • 37 has one sister, but her dad has returned to Mexico and is married to another woman, and he has an entirely new family. The relentless pain this has caused Dulce is obvious as she constantly talks about her dad at school and expresses her sorrow....
    • Scholar Archive
    • Page 48

    • Page 48
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    • 42 Figure 1. Language in the Home: Students Figure 2. Language in the Home: Parents five minutes a day = 2, 15 minutes a day = 3, 30 minutes a day = 4, and more than 45 minutes a day = 5. The results showed that high and low ELLs spend almost the...
    • Scholar Archive
    • Page 51

    • Page 51
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    • 45 Quantitative Data: Language and Literacy in the School All of the high ELLs preferred to speak only English with their peers at school. More than half of low ELLs preferred to speak both English and Spanish (see Table 6). The majority of low...
    • Scholar Archive
    • Page 54

    • Page 54
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    • 48 every day = 5. High ELLs used their computers to access digital literacies 23% more than low ELLs. It is important to note that both groups of ELLs took advantage of digital literacies in the HLE. More than half of both high and low ELLs who had...
    • Scholar Archive
    • Page 56

    • Page 56
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    • 50 Chapter 5 Discussion This chapter is outlined by first revisiting the problem and issues and why they are important to this final discussion. Next, the similarities and differences between the results of this study and that of others are...
    • Scholar Archive

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